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dc.contributor.authorDaniel, Ladislav
dc.date.accessioned2023-12-18T09:08:49Z
dc.date.available2023-12-18T09:08:49Z
dc.date.issued2023
dc.identifier.citationPaedagogia Musica. 2023, č. 5, s. 31-44.cs
dc.identifier.issn2788-2039 (print)
dc.identifier.issn2788-2047 (online)
dc.identifier.urihttp://hdl.handle.net/11025/54985
dc.identifier.urihttps://old.fpe.zcu.cz/khk/musica-paedagogia/Archiv/05_2023_Paedagogia_Musica.pdf
dc.description.sponsorshipProcessing and publication of this issue were made possible through the financial support granted in 2023 by the Ministry of Education, Youth and Sport of the Czech Republic and the Faculty of Education, the University of West Bohemia in Pilsenen
dc.format14 s.cs
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.publisherUniversity of West Bohemia in Pilsenen
dc.rights© Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licenseen
dc.subjectLadislav Daniel (1922–2015)cs
dc.subjectGuido z Arezzacs
dc.subjectCarl Orffcs
dc.subjectZoltán Kodálycs
dc.subjectPetr Ebencs
dc.subjectlja Hurníkcs
dc.subjectPavel Jurkovičcs
dc.subjectMiloslav Klement, František Lýsekcs
dc.subjectJaroslav Kofroňcs
dc.subjectFrank Danielcs
dc.subjectJosef Danielcs
dc.subjectHerbert Readcs
dc.subjectJoseph Beuyscs
dc.subjectPaul Kleecs
dc.subjectOskar Kokoschkacs
dc.subjecthudební vzdělávánícs
dc.subjectmetoda písněcs
dc.subjecttonální metodacs
dc.subjectškoly pro zobcovou flétnucs
dc.subjectOlomoucký model rozšířeného hudebního vzdělávánícs
dc.titleFlauto dolce in the Post-War Context of Art Synesthesia: Dedicated to the memory of my father Ladislav Daniel (1922–2015)en
dc.typečlánekcs
dc.typearticleen
dc.rights.accessopenAccessen
dc.type.versionpublishedVersionen
dc.description.abstract-translatedThe postwar situation changed the social atmosphere in the whole world. After World War I, the Dadaist movement and surrealism appeared, like after World War II, Arte povera, or Informel. Artists began to deal with new approaches to art. Interest now was taken in its various branches and among the people a desire for artistic creation increased. The period of general postwar euphoria brought new hope, a resolution to create a new society in the best sense of the word, and bring new ideas into education. In this context, Ladislav Daniel entered and introduced his concept of education. After Orff’s and Kodály’s model, Ladislav Daniel also endeavored to improve music education. Zoltán Kodály himself never wrote a complex method of music education but it should be based on his principles. These were adopted by teachers in many countries, including Ladislav Daniel. Ladislav Daniel‘s revolutionary challenge was writing the school for the soprano recorder and later for the alto recorder (flauto dolce). Another foundation of Daniel’s reform of music education was intonation training by method of tonal method of singing, developed from the work of Guido of Arezzo, a remarkable composer and theoretician of music of the Middle Ages.en
dc.subject.translatedLadislav Daniel (1922–2015)en
dc.subject.translatedGuido of Arezzoen
dc.subject.translatedCarl Orffen
dc.subject.translatedZoltán Kodályen
dc.subject.translatedPetr Ebenen
dc.subject.translatedlja Hurníken
dc.subject.translatedPavel Jurkovičen
dc.subject.translatedMiloslav Klement, František Lýseken
dc.subject.translatedJaroslav Kofroňen
dc.subject.translatedFrank Danielen
dc.subject.translatedJosef Danielen
dc.subject.translatedHerbert Readen
dc.subject.translatedJoseph Beuysen
dc.subject.translatedPaul Kleeen
dc.subject.translatedOskar Kokoschkaen
dc.subject.translatedmusic educationen
dc.subject.translatedsong methoden
dc.subject.translatedtonal methoden
dc.subject.translatedschools for recorderen
dc.subject.translatedOlomouc model of extended music educationen
dc.identifier.doihttps://doi.org/10.24132/ZCU.MUSICA.2023.05.31-44
dc.type.statusPeer revieweden
Appears in Collections:Číslo 5 (2023)
Číslo 5 (2023)

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